Theme of the lesson: Hot and cold

LESSON10:

Unit 4 The world around us

around us

School:

Date:

Teacher name:

Grade: 1bc

Number present:

absent:

Theme of the lesson: Hot and cold

Learning objectives(s) that this lesson is contributing to

1.S3 pronounce basic words and expressions intelligibly

1.S5 produce words in response to basic prompts

1.L1 recognise short instructions for basic classroom routines spoken slowly and distinctly

1.L3 recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

1. UE3 use basic adjectives and colours to say what someone/something is or has

1.UE 7 use personal subject pronouns to identify things

Lesson objectives

All learners will be able to:

• identify at least 1 word from the list of animal vocabulary

• describe the weather with teachers` considerable support

Most learners will be able to:

• identify at least 2 words from the list of animal vocabulary

• describe the weather with teachers` little support

Some learners will be able to:

• identify 2 and more words from the list of animal vocabulary

• describe the weather

Value links

Lifelong learning

Cross-curricular

links

Science

ICT skills

Using videos, PPT

Previous learning

Initial letters; Days of the week; Animals

Intercultural awareness

Weather in different countries

Kazakh culture

Weather in Kazakhstan and Kokshetau

Pastoral Care

Assure you met all learners’ emotional, mental and physical needs

Health and Safety

Make sure power cords/outlets are not a tripping hazard

Everyday classroom precautions

Plan

Planned timings

Planned activities

Resources

Beginning

10 min

(I/W)

Greeting/Speech drill

• Greet learners and ask them take their places;

• Ask learners how they are today and what day it is today, thus, revise days of the week.

• Go through the lesson objectives.

Warming up

Go through the PPT slides revising animals.

White board/markers

PPT

Learners’ ABC books

Middle

10 min

(I/W)

10 min

(I/W)

5 min

(I/W)

Pre-learning Teach the weather vocabulary

Before class prepare weather flashcard pictures for the vocabulary sunny, rainy, windy, cloudy, snowy, foggy, hot, cold.

Stick them around the walls of your classroom.

Once the class has started, walk around the classroom touching the weather cards. As you touch each card do the song gesture while saying the vocabulary (e.g. it's sunny!). As you do this encourage your students to do the gestures and say the words with you.

Use hand gestures for the weather words:

 sunny: slowly spread your arms out

 rainy: wiggle your fingers downwards like

rain

 windy: gesture wind blowing out of your

mouth

 cloudy: make cloudy shapes with your

hands

 snowy: wiggle your fingers downwards like

snow and shiver

 foggy: close your eyes and put your hand

out in front like you are trying to feel for

something you can’t see

 hot: fan your face

 cold: shiver and wrap your arms around

your body

• Weather- Overwriting practice.

• Then give each learner a vocabulary list to glue into their copybooks.

Differentiation by support: Less able learners work with teachers` assistance.

Dynamic break: Ask learners to come to the middle of the class and repeat movements and sing a song.

Controlled practice "Weather Quiz "

Show the PPT and let students answer the questions.

Differentiation by support: Less able learners work with teachers` assistance.

Weather flashcards

PPT slide 2-10

Worksheet #1

Worksheet #2

Break song

PPT Slide 11-14

End

5 min

(W)

Closing Reflection/Self-Assessment & Goodbye

Check students understanding by asking the following….

1. What`s the weather like?

2. What`s your favorite weather? etc.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Less able students – greater support by means of prompts, visuals or writing difficult words on the blackboard

More able students – independent work on definite tasks with little/no support

While group or pair work more able students can also provide less able students with additional support

through observation

• Work with the SMART board not more than 10 minutes

• Make a dynamic break in the middle of the lesson

• Monitor classroom space when students start moving around

• Use water based markers

• Check sockets’ safety

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?